Center for the Preparation
of Education Professionals
Summer 2007
Volume 1, Issue 4
Inside this Issue
Welcome . . . . . . . . . . . . . . . 1
Greetings from Dean
Smith-Skripps . . . . . . . . . . 2
WIU . . . New Zealand . . .
CPS . . . . . . . . . . . . . . . . . 2
Generating Success, One
Teacher at a Time . . . . . . . . 3
Improve Logic??? . . . . . . . . . 3
Decisions, One Step at
a Time . . . . . . . . . . . . . . . . 4
The Magic Number
Was #16 . . . . . . . . . . . . . . . 5
E + E + F = Success . . . . . . . 6
Looking for a Strike . . . . . . . 6
Autism Will Be the Focus . . . 7
It Was an Honor . . . . . . . . . 7
So Many Choices, So Little
Time . . . . . . . . . . . . . . . . . 8
Dr. Linda Tomlinson
Director and
Certification Officer
Melissa Phillips
Associate Director
Jacqlin Richmond
Coordinator of University
Field and Clinical
Experiences and
Newsletter Editor
Welcome
Welcome to our summer edition of the CPEP
newsletter. I know that summer is a busy time
for everyone, but I hope you will take a few
minutes to learn more about what is happening
with teacher education at Western Illinois
University.
provide information on
candidates and graduates’
involvement in research,
mentoring programs, and
conferences that enhance
learning opportunities.
One of the main functions of the Center is
supervision of field experiences and student
teaching. In this newsletter, you will have
an opportunity to learn more about our
supervisors as well as the role of a student
teaching supervisor. We continue to search
for ways to enhance our teacher education
candidates’ experiences in both urban and rural
schools. Due to our location in a predominantly
rural area, the majority of field experiences are
in rural schools, so student teaching is usually
completed in an urban setting, although we do
have some teacher candidates who remain in
rural Illinois to student teach. This newsletter
will give you an opportunity to learn about
one candidate’s student teaching experience
in a rural area and another candidate’s
experience in an urban setting. Other articles
Please remember that the
Center is available for
Dr. Tomlinson
administrators, teachers,
current students, and
prospective students who need information on
any education programs, certification, and/or
endorsements. Please do not hesitate to contact
us if you have any questions or need additional
information related to any programs that
Western Illinois University offers.
Have a good summer!
Linda L. Tomlinson, Ph.D.
Director, Center for the Preparation of
Education Professionals and Certification
Officer
2
Contact
Information
Center for the Preparation
of Education Professionals
Horrabin Hall 91
1 University Circle
Macomb, IL 61455-1390
Phone: 309-298-2117
Fax: 309-298-3386
Linda Tomlinson
LL-Tomlinson@wiu.edu
Melissa Phillips
MM-Phillips@wiu.edu
Jacqlin Richmond
J-Richmond@wiu.edu
Academic
Advisors
Volume 1, Issue 4
Greetings from Dean Smith-Skripps
A critical component of ensuring a quality
teacher education program is the feedback we
receive from our graduates once they are in the
classroom as well as from their principals. We
were pleased to find that the second-year results
of the Statewide Teacher Graduate Follow-up
Survey reflected the high degree of satisfaction
with our programs that was demonstrated the
first year of the survey. We continually receive
informal feedback from the field as well, but it
was especially nice this spring to find that seven
of the 12 Quad Cities-based teachers recognized
this spring at The Dispatch and The Rock
Island Argus Master Teacher Awards banquet
were graduates of WIU’s teacher preparation
program.
Every day, our faculty members demonstrate
their commitment to teaching and learning,
and to their students in their approach to
teacher preparation. It’s especially gratifying
to run across testimonials from our former
students about their experiences with our
faculty. Recently, I saw the feature story on
Lavern Logan, a science education professor in
the Department of Curriculum and Instruction,
in the alumni publication, Education@Iowa. A
former graduate assistant of Dr. Logan’s stated,
“Working for Dr. Logan
was one of the greatest
opportunities of my life.
He is an effective professor,
mentor, and role model.”
Carol Reilly, who is now
teaching in Anamosa,
Iowa, said the thing that
impressed her most about Dr. Logan was his
student-centered approach to teaching and
his compassion for those around him. “In
every capacity, Dr. Logan worked to model to his
students what a good teacher does to facilitate
learning,” she said. “His classroom was always a
friendly environment that encouraged discussion
and inquiry into not only science, but into all
aspects of education and teacher preparation.” The
story can be found at www.education.uiowa.
edu/edatiowa/features/story5.html.
Have a great summer; enjoy family and friends;
and take advantage of some professional
development opportunities.
Sharon Butcher
SK-Butcher@wiu.edu
WIU . . . New Zealand . . . CPS
Jeanne Ellis
JC-Ellis@wiu.edu
The hours in the air were many, but the
end destination was fantastic. Shane Green,
Kinesiology major, spent the Fall 2006 semester
studying courses in religion, history, and Chinese
culture at the University of Canterbury in New
Zealand. Shane found the professors to be very
helpful. The classes (60 students average) were
interesting and very challenging. The grading
scale was on the 10-point system. One of his
professors was from Wales and knew every
student’s name by the third time the class met.
When he traveled during the weekend, he found
the local people to be very friendly and helpful.
He also discovered a focus on environmentalism
among the people of New Zealand.
Phoebe Wilson
PV-Wilson@wiu.edu
Tammy Wilson
TS-Wilson@wiu.edu
Kim Moreno (QC Campus)
KM-Moreno@wiu.edu
A quick change of geography in January 2007
brought Shane to Hitch Elementary, Chicago
Public Schools (CPS), where he completed
a student teaching assignment in physical
education. At Hitch, he experienced a diverse
student population in grade levels K-8. He
found his mentor teacher, Keith Knapcik, to be
a great example of a highly effective educator.
Mr. Knapcik is retiring, and Shane will be
teaching at Hitch in that position beginning
Fall 2007. Shane graduated from Maine West
High School in Des Plaines. What a great year
it has been, from WIU to New Zealand to CPS.
The journey continues.
Shane Green
Center for the Preparation of Education Professionals
Generating Success, One Teacher at a Time
3
Calendar of
Events
Summer 2007-Fall 2007
Once the program
begins in the fall,
there are no entries
later in the year. It is a
two-year commitment
beyond the already
identified workload.
The Teacher
Mentoring Program
(TMP) at Elgin U-46
School District has a
Bill DuBois
proven track record in
assisting new faculty to
be successful educators. Bill DuBois, Teacher
Leader for the TMP, directs and facilitates this
very important component of the District
Improvement Plan. He projects enthusiasm for
the profession as he conducts eight seminars
a year for new teachers. His attention to
individual teacher needs and concerns is evident
in the follow-up survey results.
Equally important, he continues to focus on
positive communication with the experienced
faculty who volunteer to be mentors for new
teachers. In 2006-2007, Bill worked with 600
new teachers and mentor teachers, meeting
with the entire group four times. The meetings
were designed to share activities, talk about
their classrooms, and learn “best practices” in
teaching as well as District Initiatives. Mentors
are trained for their roles in working with new
teachers.
Bill graduated from WIU with a BS in
Elementary Education. He student taught at
Willard Elementary (U-46) and then began
his first teaching position in that same school.
After teaching in several U-46 elementary
schools, he moved to the Central Office
position. Bill identifies the past six years as a
great experience for him as director of TMP.
He has presented at many state and national
events, carrying the U-46 TMP success story to
conventions and conferences. For new teachers
in U-46, generating success in the classroom is
almost a given if they have participated in the
TMP. With Bill DuBois’s assistance, U-46 is
generating success, one teacher at at time.
WIU and Elgin U-46 have an established
partnership for training student teachers in
Elgin U-46 District’s schools.
July 4
University Closed
July 27
Summer Classes End
August 20
Fall Classes Begin
September 3
University Closed
September 7
Student Teacher Return Seminar
October 14
Homecoming
October 26
Student Teacher Certification
Seminar
Improve Logic???
The whole
question was
“Does Math
Improve Logic?”
Stephanie
Heaton,
Mathematics
major,
completed a
research project
on this topic
for Math 391,
Writing in
Mathematical
Science. She
Stephanie S. Heaton
believes logic
and reasoning skills to be important to a variety
of education majors. As part of her research, she
surveyed WIU student teachers in the field. Her
research pointed to the theory that individuals
June 4
Summer Classes Begin
perform better on logic math problems if
they have completed a college calculus course.
Her professor was Dr. Shameddine in the
Mathematics department. She is already
thinking of ways to expand her research to
include college education majors before they
enroll in a calculus class.
Stephanie is a graduate of Darnell High School,
Geneseo, Illinois. She has worked the past
several summers at Follett Educational Services
(Chicago suburbs) in the Customer Operations
Department. She is scheduled to student teach
Spring 2008 in the Quad Cities region. When
asked why she wanted to be a math teacher,
she replied, “I have a passion for math. I want
to help kids find that passion. I love to work with
numbers.”
November 19-21
No Classes
November 22-23
University Closed
December 15
Commencement – Macomb
December 16
Commencement – Quad Cities
4
University
Programs
for Teacher
Certification
Early Childhood
Education (Birth-Grade 3)
Elementary Education
K-9
Bilingual/Bicultural
Education
Secondary (6-12)
Agriculture Education
English
Mathematics
Science/Biology
Science/Chemistry
Science/Physics
Social Science/History
Special (K-12)
Art
French
Music
Physical Education
Spanish
Special Education–
Learning Behavior
Specialist I
Administrative
(Graduate Programs)
General Administrative
Superintendent
Chief School Business
Official
School Service Personnel
Guidance
School Psychologist
Speech and Language
Impaired
Volume 1, Issue 4
Decisions, One Step at a Time
He leaves home early
in the morning. The
destination makes
that decision for
him. Once he arrives
at his workplace,
there are multiple
procedures to go
through before he
reaches his classroom
located at 2701 S.
Shawn Coffey
California Avenue,
Chicago, Illinois
(Cook County Jail). Shawn Coffey is one
of 19 educators who daily offer high school
educational opportunities to male inmates,
ages 17-21, of the Cook County Correctional
Facilities. York Alternative High School
(approximately 300 students) is a Chicago
Public School (CPS) operating entirely within
the Cook County Department of Corrections.
Shawn will soon complete his second year
as a social science teacher in this classroom
setting. The school year begins the first week
of September and concludes the first week of
August the following summer.
The overall curriculum is largely limited to core
subjects and some vocational training. Only
students who qualify are admitted. Specific
guidelines must be followed by the students
to stay in the program. All students are in the
correctional system awaiting trial. Specific
services are available (as in other public schools)
to assist the students in their efforts to secure
a GED certificate or a high school diploma.
These services include social worker, librarian,
special education teacher, counselor, and school
psychologist.
When the regular school day is over, Shawn
teaches a social studies class several nights a
week (4:00-6:00 pm) for NCLB (No Child
Left Behind) Evening High School Programs
through CPS. Students from York may qualify
to participate in this accelerated cohort program
offering science and social science options at
this location. Participation in this program
requires more intense study from the students,
and the pace is faster.
Shawn is a strong supporter of community
service. On the weekends during the summer,
he coaches a little league baseball team (9and 10-year-olds) in one of the City’s diverse
neighborhoods. As one might predict, the
players on the team have high hopes for the
season.
Shawn’s background and training brings
valuable experiences to this diverse urban
educational setting. He is a native of Dixon,
Illinois, and a graduate of Dixon High School.
His four years in the U.S. Marine Corps (motor
transportation for special operations capable
unit), with assignments in Somalia, Bosnia, and
Haiti, have provided a unique framework for
this teaching position.
A Spring 2005 graduate of WIU, Shawn
majored in History Education. He chose
to student teach in the City. His student
teaching experience was at Sheridan Math
and Science Academy (CPS). He was selected
as a participant for the CPS Summer Fellows
Teaching Program in 2004 and a resident
assistant for that same program in 2005. He
also worked with Human Resources for CPS in
summer 2005.
“WIU did a great job preparing me to become
a teacher. Teaching has been worth it every day.
If I had it do again, selecting a college and later
where to begin my teaching career, I would make
the same decisions,” Shawn shares. He was very
proud of three of his students who earned
enough credits to graduate from high school
this spring. By example, Shawn continues to be
a positive influence in the lives of students. His
students are also making decisions, one step at
a time.
Center for the Preparation of Education Professionals
The Magic Number Was #16
They made the decision. For some it was easy.
There were many things to consider. Sixteen
teacher education majors elected to student
teach Spring 2007 in Chicago Public Schools
within the City of Chicago. The CPS District
is the largest in the State of Illinois with 623
schools and 420,982 students (2005-2006).
Twenty percent of the students in Illinois attend
CPS schools.
Due to its size, CPS offers 115 high schools,
with 12 being college preparatory sites. Some of
the others focus on math/science, technology,
vocational, or fine arts. Four of the high schools
are military academies.
Of the elementary schools, 409 have traditional
Pre-K-8 classes. Chicago offers a wide variety
of cultural/ethnic diversity opportunities for
student teachers to experience. The average class
size in the elementary schools is approximately
20 students.
Second semester classes began on January 8
for students and faculty. Katie Airheart and
Molly Deserf, both Kinesiology majors, were
at Lane Technical High School and Audubon
Elementary. Lauren Cochran, Elementary
Education major, spent 12 weeks at Jahn
Elementary; Patrick Cunningham student taught
kinesiology classes at Kennedy High School and
Hale Elementary; and Marijo Muhr taught in an
elementary classroom at Hale Elementary.
Western Illinois
University
Websites
Center for the Preparation of
Education Professionals
www.wiu.edu/cpep
Admissions
www.admissions.wiu.edu
L to R: Andrea Schrock, Ciji Henderson,
Lauren Cochran, Marijo Muhr
physical education. Phillip Ondera was a
student teacher at Brooks College Preparatory
Academy and Cassell Elementary in music.
As a Special Education major, Katherine
Lynch had a variety of experiences at Cassell
Elementary in grades K-3 and 7-8. Andrea
Schrock worked with students at Newberry
Elementary Math and Science Academy. Fort
Dearborn Elementary was the school setting for
Ciji Henderson, Elementary Education major.
Were they successful? Did they have valuable
experiences? Were they motivated? The answers
are yes, yes, and finally yes. All 16 student
teachers completed their assignments with
positive results. As one of the student teachers
identified, “I feel fortunate to have worked with
the students in my school. The experience helped
me to focus more clearly on my career as a teacher.”
All of the student teachers identified their
mentor teachers as positive influences. Ashley
Davis taught English at Kennedy High School.
Shane Green, Kinesiology major,
worked at Hitch Elementary
with a focus on K-3 and 7-8
levels. Classes in grades 7-8
provided great opportunities in
mathematics for Daniel Gustafson
at Wildwood Elementary.
The high school setting was
the location for Mark Hlavacik
(History) at Juarez Academy,
Mykah Newman (History) at
Brooks College Preparatory
Academy, and Kevin Proper
(History) at Kennedy. John
Knytych was at Chicago High
School for Agriculture Science
and Clissold Elementary teaching
5
Back Row (l to r): John Knytych, Shane Green, Daniel Gustafson,
Phillip Ondera, Kevin Proper, Mark Hlavacik; Front Row (l to r):
Katie Airheart, Molly Deserf, Ashley Davis, Mykah Newman,
Katherine Lynch (Patrick Cunningham not pictured)
Alumni Association
www.wiu.edu/alumni
Bookstore
www.wiu.edu/bookstore
Career Services
www.careers.wiu.edu
Financial Aid
www.fa.wiu.edu
Foundation Office
www.wiu.edu/foundation
Graduate Studies
www.wiu.edu/grad
Library
www.wiu.edu/library
Registrar
www.wiu.edu/Registrar
Scholarships
www.wiu.edu/scholarships
Student Activities
www.osa.wiu.edu
Student Services
www.student.services.wiu.edu
6
Volume 1, Issue 4
Field Supervisors
E + E + F = Success
Benjamin Bishop
BG-Bishop@wiu.edu
Education plus Experience plus Focus equals
Success. Student teacher (clinical) supervisors
at WIU approach their responsibilities with
advanced and ongoing educational training.
They have many years of experience (in the
classroom and administratively) in the public
schools. Their concentrated focus on the goal
of guiding students through the last semester
of training to become teachers makes the
difference between success and failure.
Charles Bolton
CF-Bolton@wiu.edu
Dennis Cromer
D-Cromer@wiu.edu
Keith Erickson
KG-Erickson@wiu.edu
Isabel Lamptey
IE-Lamptey@wiu.edu
Connie LaRue
CK-LaRue@wiu.edu
Molly Selders
MS-Selders@wiu.edu
Victor Tocwish
V-Tocwish@wiu.edu
Kathryn Withenbury
KL-Withenbury@wiu.edu
Certification
Cheryl Hutchins
CK-Hutchins@wiu.edu
Staff
Nancy Stoneking
NE-Stoneking@wiu.edu
Julie Schoonover
JA-Schoonover@wiu.edu
Lois Retherford
(QC Campus)
LA-Retherford@wiu.edu
The responsibilities of the student teacher
supervisors are many. Supervisors communicate
with school districts to secure student teaching
sites. Orientation workshops are facilitated
for mentor teachers and student teachers at
the beginning of each semester. Additional
workshops are organized during the semester
for student teachers focusing on topics such as
classroom management, classroom procedures
and routines, developing résumés, securing the
first job, school public relations/politics, and
communication issues.
Supervisors visit student teachers in the
classroom. Sometimes the visits are planned;
sometimes they are a surprise. Mentor teachers
observe student teachers on a daily basis
and communicate their observations to the
supervisors weekly. If students have difficulties,
supervisors are available as a resource and often
assist in problem solving. Supervisors serve as
student teacher advocates if issues arise. Written
and verbal communication between student
teachers and supervisors is ongoing during the
semester.
Back Row (l to r): Dennis Cromer, Dr. Victor Tocwish, Charles
Bolton, Front Row (l to r): Ben Bishop, Keith Erickson
As a supervisor for the City of Chicago
region, Dr. Victor Tocwish has had 35 years
of experience in Chicago Public Schools both
as a classroom teacher and administrator. Dr.
Keith Erickson works with school districts in
the Quad Cities and the surrounding areas as
a supervisor. He has 35 years of experience as
a classroom teacher and administrator in that
region. Dennis Cromer supervises student
teachers in the Chicago Suburbs region and
brings 32 years of experience as a teacher, coach,
and administrator to the position. Charles
Bolton was in the public schools for 35 years
as a teacher, coach, and administrator before
coming to WIU as a supervisor. He and Ben
Bishop share the supervising responsibilities in
the West Central Illinois region. Ben had been
affiliated with public schools in the area as a
teacher, coach, and administrator for 30 years.
It all counts. It is important. Supervisors with
a strong educational background, many years
of experience, and a serious focus on student
achievement make the difference between
success and failure for student teachers at
Western Illinois University.
Looking for a Strike
To be a part of the team required 2½ hours of
practice a day, three days per week. There were
13 to 14 tournaments per season, usually held
on weekends at sites like Las Vegas and Atlanta.
Theresa Wimberley has been a member of the
WIU Women’s Bowling Team for the past four
years. She was captain of the team her senior
year. WIU’s bowling teams are coached by
Randy Widger. She was also a member of the
Lake Park West High School (Roselle) Bowling
Team for four years.
Theresa is an Elementary Education major and
will be student teaching at Harding Elementary
in Monmouth, Illinois, during Fall 2007. As
a student teacher in third grade, she believes
her experiences on the team will help her in
the classroom. Theresa sees the experiences
in leadership, team concept, and mentoring
as invaluable when
working with students
and their parents. Her
goal for each student
to experience the
feeling of rolling a
“strike” when learning
in the classroom will
soon be put into
action.
Theresa Wimberley
Center for the Preparation of Education Professionals
7
Autism Will Be the Focus
It is complicated.
The symptoms vary.
Diagnosis is often
difficult. Katherine
Lynch, Special
Education major, was
fortunate to student
teach at Cassell
Katherine Lynch
Elementary, Chicago
Public Schools, where
her interest in teaching autistic students became
a reality. Her 16-week experience included
working with K-3 and 6-8 grade level students.
Katherine identified Cassell Elementary as a
wonderful place to teach or attend school. She
also participated in parent/teacher meetings,
IEP development, and curriculum discussions
while there.
In the fall of 2007, Katherine will begin a
teaching assignment for A.E.R.O. Special
Education Cooperative in Burbank, Illinois.
Her responsibilities will focus on students
who are diagnosed as autistic. She has had a
variety of experiences that will assist her in the
future. As a teaching assistant for the Special
Recreation Association of South Suburbs
and a site supervisor for one of their summer
camps, her depth of resources has greatly
Western’s
Mission
expanded. She is currently organizing a Special
Olympics Bowling Program for children. When
reflecting on her training and experiences
in special education, Katherine said, “Field
experiences prepared me for student teaching.
Student teaching prepared me for the real world.”
Her mentor teachers were Mary Jo Lamb, Sandra
Quinn, and Ann Ferguson. The school had
312 students enrolled in K-8 classes with a 0%
truancy.
Resources on the topic of autism are available
from the following organizations:
• Autism Society of America
• National Autism Association
• Autism Speaks
It Was an Honor
It was an honor to be chosen. The
Undergraduate Research Day highlighted
114 research projects by students who are
participants in the University’s Centennial
Honors College Program. Danielle Truitt,
Special Education major, gave a poster
presentation on “The Importance of Positive
Reinforcement in Classrooms and Applicable
Reinforcement Programs That Can Be Used
Effectively in a Classroom Setting.” Students
must maintain a 3.4 or above GPA to be in the
program. Her advisor was Dr. Molly Homer,
Honors College. Her faculty mentor was Dr.
Mary Jensen, Department of Special Education.
Danielle is a graduate of Eisenhower High
School, Decatur, Illinois. She lives in
Thompson Hall on an Honors floor. As a
recipient of the Illinois Special Education
Teacher Tuition Waiver Program (SETTW),
she will be teaching her first two years after
graduation in the public schools of Illinois.
Danielle is looking forward to her future in
special education. She said, “I can’t wait to be in
the classroom with students all day, every day.”
Western Illinois University,
a community of individuals
dedicated to learning, will have a
profound and positive impact on
our changing world through the
unique interaction of instruction,
research, and public service as
we educate and prepare a diverse
student population to thrive in
and contribute to our global
society.
Western’s
Teacher
Education
Mission
To prepare versatile teachers who
appreciate the importance of our
diverse population; who adapt
to emerging social, economic,
and demographic patterns; and
who are skilled in the use of
technology tools to promote
teaching and learning in our
nation’s schools.
Quotes
Teaching is not the filling of the
pail, but the lighting of the fire.
– W. B. Yeats
Who dares to teach must never
cease to learn.
– John Cotton Dana
Danielle Truitt
8
Volume 1, Issue 4
So Many Choices, So Little Time
Both sets of eyes scanned the list of options. There were only a few
minutes to narrow the focus. The two teacher education majors
each selected workshops to attend for the three concurrent sessions
that day. They were part of the 2007
Pre-K-8 Science Education Update
Conference held at Western Illinois
University. Participants who attended
the conference were classroom teachers
from area school districts and teacher
education majors at WIU.
Lauren Gogolew
Lauren Gogolew, Elementary
Education major (Carl Sandburg High
School) from Orland Park especially
liked “Watermelon Lab: Integrating
Math and Science” and “Archaeological
Dig: Indiana Jones and the Temple of
Snoop Mini Dig.” She will be student
teaching Spring 2008. Her focus will be
the middle school level.
Heidi Olson, Special Education major
from Naperville High School, identified
her favorite mini session as “The
Exciting World of Bubbles.” She said,
“We came away from the sessions with
many ideas for lesson plans. They were on
multiple grade levels and related subjects.
It was a great experience, and I plan to
go again next spring.” Heidi will student
teach Fall 2008.
Presenters demonstrated, organized,
and facilitated 35 different sessions
to educate and inspire participants.
Dr. John Beaver talks with teachers
Some of the presentations covered were science-related topics
such as “Fermilab’s Fermilabyrinth: Technology Based Engaged
Learning,” “Pond Critter Collecting and Observing,” “NASA: We’re
Not Just Space Anymore!,” “Classroom Cubed,” and “Forensic
Science: Lessons and Activities.” Conference exhibitors included 14
commercial and agency vendors. They also provided door prizes for
participants.
Continuing Professional Development Unit (CPDU) opportunities
were available to participants for accredited staff development.
Dr. Donald Powers, professor (science educator), Department of
Curriculum and Instruction, WIU, organized and facilitated the
conference. Dr. Powers has taught at WIU for 18 years. He has
presented at the local, regional, and national levels. The conference
was co-sponsored by the Maurice G. Kellogg Science Fund, the
Department of Curriculum and Instruction, and the College of
Education and Human Services at Western.
Heidi Olson
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